Week: 6
Period: 16

Planning date: 6/10/2023

UNIT 3: TEENAGERS

 Getting started – It's great to see you again! 

I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Teenagers
- Gain vocabulary to talk about teenagers.
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Show their sympathy with friends and responsibility for themselves talking about
teenagers and their problems
II. MATERIALS
- Grade 8 textbook
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
A. WARM UP
1. Objectives
- To create an active atmosphere in the class before the lesson;  
- To lead into the new unit. 
- Review the previous unit before Ss open their books:

2. Organisation

TEACHER'S AND STUDENTS' ACTIVITIES
 I.N.I.T.I.A.L GAME
T: Divide the class into 2 teams.
T: Show 9 different pictures
Ss: Need to take the first letter from each picture to form
the mystery word.
- Which team finds the mystery word first will
become the winner.
T: Lead to the new unit. Write the unit title Teenagers
on the board. Ask Ss to guess what they are going to
learn about in this unit.

CONTENTS

Mystery word:

B. PRESENTATION
1. Objectives
- To set the context for the introductory dialogue;  
- To introduce the topic of the unit.  

2. Organisation

TEACHER'S AND STUDENTS' ACTIVITIES
 Vocabulary pre-teaching

T: Introduce some new words by many ways.
Ss: Give the meaning of them
T: Read the new words aloud
Ss: - Listen and repeat

TEENAGERS

CONTENTS

 New words
forum
stress
stressful
1

[n]
[n]
[a]

- Read in chorus
- Read in individual
- Write the new words.
T: Check vocabulary by ROR

pressure
user-friendly
midterm

[n]
[a]
[a]

C. PRACTICE
1. Objectives
- To help Ss read for specific information about the class meeting.  
- To help Ss learn words and phrases related to different school clubs; 
- To help Ss further understand the text. 

2. Organisation

TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 1: Listen and read.
T: Ask Ss to look at the pictures in the book and
Suggested answers:
answer the questions.
- They are teacher and students.  
- Who are the people?
- They are in a class meeting. 
- What might they be talking about?
- They are discussing their class forum,
Ss: Answer the questions in pairs.
club activities to participate in, and
T: Pla the recording twice. Ss listen and read.
their problems. 
T: Check Ss' prediction.
T: Call 4 Ss to read the conversation aloud in pairs.
Task 2: Read the conversation again and tick T (True) or F (False) for
each sentence.
T: Ask Ss to work in pairs to read the conversation
Answer key
again.
1. F
T: Ask them to underline the key words and phrases in
2. T
the statements. Then have pairs work together for one
3. T
or two minutes to do the task.
4. F
T: Have Ss read out the statements and say if the
5. T
statements are true or false.
T: Make sure they pronounce the words correctly.
T: Check the answers as a class and gives feedback.
Task 3: Write a word or phrase from the box under the correct picture.
Answer key
1. language club
2. pressure
3. arts and crafts club
4. forum
5. sports club
6. chess club
Task 4: Complete each of the sentences with a word or phrase in 3. There
is one extra word or phrase.
Answer key
T: Ask Ss to work independently to complete each
sentence with a word or phrase in 3.
1. arts and crafts club
T: Allow Ss to refer to the pictures, the words and phrases
2. forum
in 3, and the conversation if needed.
3. language club
T: Check the answers as a class.
4. pressure
T: Ask several Ss to read aloud the full sentences. Correct
5. sports club
Ss' pronunciation if needed.
T: Ask Ss to work in pairs to match the pictures with the
words or phrases.
T: Ask Ss to say the words / phrases aloud. Make sure
they pronounce the words and phrases correctly.
T: Check the answers as a class and gives feedback.

D. PRODUCTION
1. Objectives
2

-

To help Ss practise asking and answering questions for more information about their
peers, and reporting information they have gathered;
To create a fun atmosphere in the class.

2. Organisation

Task 5: Ask and answer the questions below. Report your friend's
answers to the class.
T: Ask Ss to work in pairs to ask and answer questions.
Questions
T: Encourage Ss to provide their partners with as much
1. What types of social media do you
information as possible, using vocabulary they have
have?
learnt when they answer the questions.
2. What kind of pressure do you have?
T: Ask some Ss to report information about their partners.
3. What clubs do you participate in?
4. Why do you choose to participate in
that club?
 Homework
- Students' workbook.
- Prepare new lesson:
Unit 3: A closer look 1

3

Week: 6
7/10/2023
Period: 17

Planning date:

UNIT 3: TEENAGERS
 A CLOSER LOOK 1 

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Vocabulary: Identify the combination of some verbs and verb phrases that are often used
when teens talk about using social media.
- Pronunciation: Distinguish two sounds /ʊə/ and /ɔɪ/ correctly
2. Competences
- Develop competencies of communication, cooperation, and self-management.
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Raise ss' awareness of social media
- Have good attitude to school pressure
II. MATERIALS
- Grade 8 textbook
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
A. WARM UP
1. Objectives
- To create an active atmosphere in the class before the lesson;  

2. Organisation

TEACHER'S AND STUDENTS' ACTIVITIES
 Game: Word puzzles
T: Give Ss a few minutes to play a game. Have Ss play
in two groups.
T: Ask ss to find 6 meaningful words in the puzzles
T: The team with the more correct answers wins.
T: Lead in the new lesson.

CONTENTS

Answer key
CHECK; POST; WEBSITE; CLIP;
PICTURE; CONNECT

B. PRESENTATION
1. Objectives
- To introduce some verbs and verb phrases that are often used when teens talk about
using social media.  
- To help Ss identify how to pronounce the sounds /ʊə/ and /ɔɪ/.

2. Organisation

TEACHER'S AND STUDENTS' ACTIVITIES
Task 1: Vocabulary pre-teaching
T: Ask students to guess the uses of the phrases that
they have matched in Warm-up activity.

CONTENTS

1. Vocabulary
4

T: Introduce some new words by many ways.
Ss: Give the meaning of them
T: Read the new words aloud
Ss: - Listen and repeat
- Read in chorus
- Read in individual
- Write the new words.
T: Check vocabulary by ROR

upload

browse

[v] to copy or move programs or
information to a larger
computer system or to the
internet
[v] to look at things / check over
sth

notifications [n]
log on
check
[v]
account
[n]

Task 2: Pronunciation

2. Pronuciation

T: Let Ss practice the sounds /ʊə/ and /ɔɪ/
together. Show Ss how to pronounce the two
sounds. Play the recording and let Ss listen and
repeat. Correct their pronunciation.

/ʊə/ and /ɔɪ/.

C. PRACTICE
1. Objectives
- To help Ss practice using verbs and verb phrases that are often used when teens talk about using
social media.
- To help Ss practise pronouncing the sounds /ʊə/ and /ɔɪ/ in context.
2. Organisation
Task 1: Circle the correct options to complete the phrases.
Answer key
T: Have Ss read aloud the verbs and the word / phrases
1. A
given.  
2. A
T: Ask Ss to work in pairs to circle the correct options
3. B
to complete the phrases.  
4. B
T: Explain the meaning of the new verb phrases by
5. B
using pictures or synonyms or even their
mother tongue
T: Invite Ss to take turns to read out their answers.
Correct their pronunciation if needed. 
T: Check the answers as a class.  
Task 2: Use the correct form of the verbs in 1 to complete the sentences.
Answer key
T: Ask Ss to work individually to complete each of the
sentences with a suitable verb from 1.
1. browsed
T; Check the answers as a class.
2. uploaded
T: Have some Ss read aloud the complete sentences.
3. connects
T: Correct Ss' pronunciation if necessary.
4. checked
5. logs on
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 3: Choose the correct answer A, B, or C.
Answer key
T: Ask Ss to do the exercise individually and then check
with the whole class.
1. B
Ss: Swap their answers with their partners.
2. C
T: Check the answers as a class.
3. A
T: Can also ask some Ss to read out their answers. Then
4. A
have Ss read the sentences aloud as a class. Correct Ss'
5. B
pronunciation if necessary.
5

Task 4: Listen and repeat the words. Pay attention to the sounds /ʊə/
and /ɔɪ/. Then put the words into the correct columns.
T: Have Ss listen to the recording once first. Then ask
Answer key
Ss to read out the words.
/ʊə/: tourist, ensure, sure, tournament
T: Play the recording for them to listen again and repeat
/ɔɪ/: boy, toy, avoid, choice
each word as a class, then as individuals.
T: Play the recording as many times as possible.
T: Have Ss complete the task. Check answers as a class.
D. PRODUCTION
1. Objectives

-

Students apply what they have learnt.

2. Organisation
Task 5: Listen and practise the sentences. Underline the words with /ʊə/
and circle the words with /ɔɪ/.
T: Ask Ss to quickly read the sentences. Now play the
Answer key
recording for Ss to listen to the sentences. Ask them to
1. She is a noisy and curious girl.  
pay attention to the underlined parts and underline and
2. They joined a full-day city tour.  
circle the appropriate sounds.
3. I found it enjoyable to watch the
T: Invite some Ss to share their answers. Confirm the
tournament.  
correct ones.
4. She'll record our voices during the
T: Play the recording again for Ss to repeat the
interview.  
sentences.
T: Have Ss practise the sentences in pairs. Invite some
5. He is not acting very mature and is
pairs to read the sentences aloud. Comment on their
starting to annoy me.  
pronunciation of the sounds.
 Homework
- Students' workbook.
- Prepare new lesson:
Unit 3: A Closer look 2

6

Week: 6
7/10/2023
Period: 18

I. OBJECTIVES

Planning date:

UNIT 2: LEISURE TIME
 A CLOSER LOOK 2 

By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the knowledge of simple sentences
- Distinguish between simple sentences and compound sentences
- Identify words that connect independent clauses
- Apply the coordinating conjunctions or conjunctive adverbs to combine two sentences
2. Competences
- Develop competencies of communication, cooperation, and self-management.
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Raise ss' awareness of social media
- Have a good attitude to school pressure
II. MATERIALS
- Grade 8 textbook
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
A. WARM UP
1. Objectives
- To create an active atmosphere in the class before the lesson;  

2. Organisation

TEACHER'S AND STUDENTS' ACTIVITIES
 Game: BOARD RACE
T: Give Ss a few minutes to revise the simple sentences.
Ss: Work in two teams.
Ss: Receive slips of paper with simple sentences or
compound sentences.
Ss: Pick out all the simple sentences and run as fast as
possible to stick them on the board,
Ss: Then underline the subjects and circle the verbs of
those simple sentences.
- The team with the more correct answers will be the
winner
T: Ask each team to read out loud the sentences they
have selected. Correct their pronunciation if necessary.
T: Ask Ss to look at A CLOSER LOOK 2 on page 31.

CONTENTS

1. She is a noisy and curious girl.  
2. They joined a full-day city tour.  
3. I found it enjoyable to watch the
tournament.  
4. She'll record our voices during the
interview.  
5. Minh has some problems with his
schoolwork.

B. PRESENTATION
1. Objectives
- To review Ss' knowledge of the simple sentences.  
- To raise Ss' awareness of the simple sentences and compound sentences. 

2. Organisation

TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS
7

 Grammar teaching: Simple sentences
and compound sentences.

Grammar:

1. Simple and compound sentences:

T: Explain the simple and compound sentences for
Ss and give some examples.
Ss: Listen and take note

Simple
sentences
is one independent
clause. Notice that a
sentence that has two
verbs or two nouns as in
is still a simple sentence
because it has only one
clause.

Compound
sentences
is two or more
independent clauses
joined together. Each
clause is of equal
importance and
could stand alone.
They can be joined
with conjunctions
2. Conjunctions: and , but, on, so, yet, or
3. Conjunctive adverbs: however,
nevertheless, moreover, therefore, otherwise.

T: Ask Ss to study the Grammar Box.
T: Explain carefully for Ss.
Ss: Give some more examples.

C. PRACTICE
1. Objectives
- To review Ss' knowledge of simple sentences.  
- To raise Ss' awareness of simple sentences and compound sentences. 
- To help Ss distinguish between words that connect independent clauses. 

2. Organisation

TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 1: Tick the simple sentences.
Answer key
T: Ask Ss to work individually to tick the simple sentences.  
1
T: Ask Ss to take turns to give their answers.  
2
T: Check the answers as a class.  
4
T: Ask some Ss to underline the subjects and circle the verbs
of simple sentences. 
T: Ask several Ss to read aloud the full sentences. Correct
their pronunciation if necessary.  
Task 2: Write S for simple sentences and C for compound sentences.
Answer key
T: Have Ss work in pairs to write S for simple sentences and
C for compound sentences.
1. S
T: Ask some Ss to read out the sentences and say S or C.
2. S
T: Check the answers with the whole class. Accept different
3. C
sentences provided that they are correct.
4. S
3. C  
Task 3: Choose the correct answer A, B, or C.
Answer key
T: Have Ss do the exercise individually and then compare
their answers with their partners.
1. C
T: Ask some Ss to write their answers on the board.
2. B
T: Check the answers with the whole class. Ask Ss to explain
3. A
how to make the comparative form of the
4. A
adverb given in each sentence.
5. C
T: Confirm the correct answers.
Task 4: Combine the two sentences to make compound sentences, using the
words from the box.
Answer key
T: Have Ss work in groups of four for five minutes to write
8

on their posters complete compound sentences using the
words in the box.
T: Remind them to use commas and semicolons when
necessary. Then ask them to swap answers with other groups.
T: Check the answers as a class.  
T: Have the class read out the sentences. Correct their
spelling and grammar mistakes when necessary

D. PRODUCTION
1. Objectives
- To enable Ss to make compound sentences correctly.

2. Organisation

1. Phong has to study harder; otherwise,
he may fail the exam.
2. She is very sensitive, so don't comment
on her new hairstyle. / She is very
sensitive; therefore, don't comment on
her new hairstyle.
3. Mi wants to have more friends, but she
doesn't connect well with others.
4. Students can work in groups, or they
can work in pairs.
5. My friend likes showing off her new
things; therefore, she often posts
pictures on social media. / My friend
likes showing off her new things, so she
often posts pictures on social media.

TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Task 5. GAME: Which group has the most sentences?
Work in groups. Each group makes as many compound sentences as
possible. The group with the most correct sentence is the winner.
T: Instruct Ss to play the game in groups.
T: Have Ss work for two minutes to write compound
sentences using given words on their strips of paper (the
words on the slips of paper given to Ss can be for, and, but,
or, so, however, therefore, otherwise). T may instruct Ss to
write their compound sentences on A1-size paper.
T: Invite groups to read out their compound sentences or to
stick the A2-size paper with compound sentences they have
written on the board.
T: The group with the most correct sentences is the winner.
 Homework
- Students' workbook.
- Prepare new lesson:
Unit 3: Communication

9